Qualification Handbook
Police First Line Management
Version 3 2
Qualification Handbook
SFJ Awards Level 4 Certificate in
Police First Line Management
Qualification No: 601/7447/X
Version Date of issue Amendment(s) Section
V3 05.05.16 Replacement units
Supervise the response to critical incidents
Conduct performance reviews with individuals in
policing
Update TQT and GLH
Update assessment strategy
2, 5
2
4
V2 20.01.16 Remove references to QCF Various
V1 26.08.15
Version 3 3
Contents
1 Introduction
1.1 About us 1.2 Customer Service Charter 1.3 Centre Support 2 The Qualification
2.1 Overall Objective for the Qualification 2.2 Pre-entry Requirements 2.3 Units and Rules of Combination 2.4 Total Qualification Time (TQT) 2.5 Age Restriction 2.6 Opportunities for Progression 2.7 Exemption 2.8 Credit Transfer 2.9 Use of Languages 3 Centre Requirements
4 Assessment
4.1 Assessors 4.2 Internal Quality Assurers 4.3 External Quality Assurers 4.4 Expert Witnesses 4.5 Assessing Competence 4.6 Methods for Assessing Competence 4.7 Assessing Knowledge and Understanding 4.8 Methods for Assessing Knowledge and Understanding 4.9 Assessment Planning 4.10 Standardisation 4.11 Recognition of Prior Learning (RPL) 4.12 Equality and Diversity 4.13 Health and Safety 5 Qualification Units
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1 Introduction
1.1 About us
SFJ Awards is part of the Skills for Justice Group. For the last 10 years Skills for Justice has
been working with employers, Governments of the UK and agencies within the skills system,
to better equip workforces with the right skills now and for the future.
During this time Skills for Justice has earned an enviable reputation for its knowledge of the
sector and its proactive approach to the development of skills and qualifications, along with
an ability to deliver genuinely workable solutions for the employers it represents.
SFJ Awards is an awarding organisation that builds upon this reputation, and understands
the specific challenges facing the Policing, Community Safety, Legal and Armed Forces
sectors, enabling us to quality assure learning outcomes that are suited to the needs of the
sectors.
Customer satisfaction is the cornerstone of our organisation, and is delivered through an
efficient, customer-led service, providing excellent value for money.
1.2 Customer Service Charter
Our Customer Service Charter is published on SFJ Awards website giving the minimum level
of service that Centres can expect. The Charter will be reviewed annually and revised as
necessary in response to customer feedback, changes in legislation, and guidance from the
qualifications Regulators.
1.3 Centre Support
SFJ Awards works in partnership with its customers. For help or advice contact:
SFJ Awards
1st Floor, Unit C
Meadowcourt Business Park
4 Hayland Street
Sheffield
S9 1BY
Tel: 0114 284 1970
Fax: 0114 284 1978
E-mail: [email protected]
Website: www.sfjawards.com
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2 The Qualification
This handbook relates to the following qualification:
SFJ Awards Level 4 Certificate in Police First Line Management
This qualification is for individuals who are aspiring and practising managers within the
police sector.
2.1 Overall Objective for the Qualification
The objective of this qualification is to support individuals to develop the specific knowledge,
understanding and skills that are required within first line management in the police service.
It covers areas such as supervising investigations and responses to critical incidents, police
operations, conducting briefings and debriefings and managing staff.
2.2 Pre-entry Requirements
There are no pre-entry requirements for enrolling to complete this qualification but learners
will need to be aspiring and practising managers within the police sector.
2.3 Units and Rules of Combination
Level 4 Certificate in Police First Line Management
This qualification comprises 8 units, all of which must be completed to achieve a total of 34
credits.
Unit Reference
Number
Unit Title Level Credit
Value
R/507/6650 Conduct evidence based information briefings, tasking
and debriefings 4 3
Y/507/6651 Prepare for, monitor and maintain police operations 4 5
R/508/4120 Supervise the response to critical incidents 4 4
H/507/6653 Supervise police investigations and investigators 4 4
L/506/1953 Provide leadership and management 4 5
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Unit Reference
Number
Unit Title Level Credit
Value
A/506/1821 Manage team performance 3 4
T/506/2952 Manage personal and professional development 3 3
Y/508/4121 Conduct performance reviews with individuals in
policing 3 6
The detailed content of each of the units in the qualification is provided in Section 5.
2.4 Total Qualification Time (TQT)
Total Qualification Time comprises of the following two elements.1
(a) The number of hours which an awarding organisation has assigned to a qualification
for Guided Learning, and
(b) An estimate of the number of hours a learner will reasonably be likely to spend in
preparation, study or any other form of participation in education or training, including
assessment, which takes place as directed by – but, unlike Guided Learning, not
under the immediate guidance or supervision of – a lecturer, supervisor, tutor or other
appropriate provider of education or training.
The estimated total hours and Guided Learning hours for each unit are provided in Section
5. This information has been produced by Skills for Justice and the College of Policing as
part of the qualification development process.
The Total Qualification Time for this qualification is 344 hours, of which 146 hours are
Guided Learning.
2.5 Age Restriction
The qualification is available to learners aged 19+ years.
2.6 Opportunities for Progression
This qualification offers progression into other management and police related qualifications.
2.7 Exemption
No exemptions have been identified.
1 Total Qualification Time criteria, Ofqual September 2015
https://www.gov.uk/government/publications/total-qualification-time-criteria
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2.8 Credit Transfer
Credits from identical units that have already been achieved by the learner may be
transferred. Learners who have achieved unit D/507/6652 Supervise the response to critical
incidents are able to claim credit transfer for unit R/508/4120 Supervise the response to
critical incidents.
2.9 Use of Languages
SFJ Awards conducts its business activities in English and the qualification handbook for this
qualification is provided in English. The SFJ Awards policy on the use of languages (Welsh
and Irish) is available on the website.
SFJ Awards will provide assessment materials and qualification handbooks expressed in
English. If there is sufficient demand; in Wales materials will be provided in English and
Welsh or Welsh. In Northern Ireland assessment materials will be provided in English and
Irish.
For vocational qualifications SFJ Awards will support the assessment of Learners in Irish or
Welsh provided that sufficient notice is given to ensure that an assessment in a language
other than English is comparable.
SFJ Awards carries out its business activities in English and may employ the services of a
translator for quality assurance purposes.
Reasonable adjustments may be made by carrying out the assessment in British or Irish
Sign Language.
The qualification handbook for this qualification is currently available in English.
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3 Centre Requirements
Centres must be approved by SFJ Awards and also have approval to deliver the
qualifications they wish to offer. This is to ensure centres have the processes and resources
in place to deliver the qualifications. Approved centres must adhere to the requirements
detailed in the SFJ Awards Centre Handbook, which includes information for centres on
assessment and internal quality assurance processes and procedures and is available in the
centres’ area of the SFJ Awards website http://sfjawards.com/approved-centres.
Centres are responsible for ensuring that their assessor and internal quality assurance staff:
are occupationally competent and/or knowledgeable as appropriate to the assessor
or IQA role they are carrying out
have current experience of assessing/internal quality assuring as appropriate to the
assessor or IQA role they are carrying out, and
have access to appropriate training and support.
Information on the induction and continuing professional development of those carrying out
assessment and internal quality assurance must be made available by centres to SFJ
Awards through the external quality assurance process.
This qualification handbook should be used in conjunction with the SFJ Awards Centre
Handbook, the SFJ Awards Assessment Policy and the SFJ Awards Quality Assurance
(Internal and External) Policy. All policies are available on the website www.sfjawards.com.
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4 Assessment
4.1 Assessors
4.1.1 Occupational Competence
Due to the risk-critical nature of the work, particularly when assessing in the justice and
health sectors, and the legal implications of the assessment process, assessors must
understand the nature and context of the learners’ work. This means that assessors must
be occupationally competent. Each assessor must therefore be, according to current sector
practice, competent in the functions covered by the units they are assessing. They will have
gained their occupational competence by working within the sector relating to the units or
qualification they are assessing.
Assessors must be able to demonstrate consistent application of the skills and the current
supporting knowledge and understanding in the context of a recent role directly related to the
qualification units they are assessing as a practitioner, trainer or manager.
4.1.2 Occupational Knowledge
Where assessors are assessing knowledge-based qualifications, they must be
occupationally knowledgeable.
4.1.3 Qualification Knowledge
Assessors must be familiar with the qualification units they are assessing. They must be
able to interpret and make judgements on current working practices and technologies within
the area of work.
4.1.4 Assessor Competence
Assessors must be able to make valid, reliable and fair assessment decisions. To
demonstrate their competence, assessors must be:
qualified with a recognised assessor qualification, or
working towards a recognised assessor qualification, or
able to prove equivalent competence through training to appropriate national
standards, for example, National Occupational Standard 9: Assess learner
achievement2 or Police Sector Standard for the Training of Assessors, Assessor
Standard.
Approved centres will be required to provide SFJ Awards with current evidence of how each
assessor meets these requirements, for example certificates of achievement or testimonials.
2 National Occupational Standards for Learning and Development, LLUK 2010
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4.1.5 Continuing Professional Development
Assessors must actively engage in continuous professional development activities to
maintain:
occupational competence and knowledge by keeping up-to-date with the changes
taking place in the sector(s) for which they carry out assessments
professional competence and knowledge as an assessor.
4.2 Internal Quality Assurers
4.2.1 Occupational Knowledge
Internal quality assurers (IQAs) must be occupationally knowledgeable across the range of
units for which they are responsible prior to commencing the role. Due to the risk-critical
nature of the work, particularly in the justice and health sectors, and the legal implications of
the assessment process, they must understand the nature and context of the assessors’
work and that of their learners. This means that they must have worked closely with staff
who carry out the functions covered by the qualifications, possibly by training or supervising
them, and have sufficient knowledge of these functions to be able to offer credible advice on
the interpretation of the units.
4.2.2 Qualification Knowledge
IQAs must understand the content, structure and assessment requirements for the
qualification(s) they are internal quality assuring.
Centres should provide IQAs with an induction to the qualifications that they are responsible
for quality assuring. IQAs should also have access to ongoing training and updates on
current issues relevant to these qualifications.
4.2.3 Internal Quality Assurer Competence
IQAs must occupy a position in the organisation that gives them the authority and resources
to:
coordinate the work of assessors
provide authoritative advice
call meetings as appropriate
conduct pre-delivery internal quality assurance on centre assessment plans, for
example, to ensure that any proposed simulations are fit for purpose
visit and observe assessment practice
review the assessment process by sampling assessment decisions
ensure that assessment has been carried out by assessors who are occupationally
competent, or for knowledge-based qualifications occupationally knowledgeable, in
the area they are assessing
lead internal standardisation activity
resolve differences and conflicts on assessment decisions.
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To demonstrate their competence, IQAs must be:
qualified with a recognised internal quality assurance qualification, or
working towards a recognised internal quality assurance qualification, or
able to prove equivalent competence through training to appropriate national
standards, for example National Occupational Standard 11: Internally monitor and
maintain the quality of assessment3 or Police Sector Standard for the Training of
Internal Verifiers, Internal Verifier Standard.
Approved centres will be required to provide SFJ Awards with current evidence of how each
IQA meets these requirements, for example certificates of achievement or testimonials.
4.2.4 Continuing Professional Development
IQAs must actively engage in continuous professional development activities to maintain:
occupational knowledge by keeping up-to-date with the changes taking place in the
sector(s) for which they carry out assessments
professional competence and knowledge as an IQA.
4.3 External Quality Assurers
External quality assurers (EQAs) are appointed by SFJ Awards to approve centres and to
monitor the assessment and internal quality assurance carried out by centres. SFJ Awards
are responsible for ensuring that their external quality assurance team have:
sufficient occupational knowledge
current experience of external quality assurance
access to appropriate training and support.
External quality assurance is carried out to ensure that there is compliance, validity,
reliability and good practice in centres. EQAs must have appropriate occupational and
verifying knowledge and expertise.
4.3.1 External Quality Assurer Competence
To demonstrate their competence, EQAs must be:
qualified with a recognised external quality assurance qualification, or
working towards a recognised external quality assurance qualification.
4.3.2 Continuing Professional Development
EQAs must maintain their occupational and external quality assurance knowledge. They will
attend training and development designed to keep them up-to-date, facilitate standardisation
between staff and share good practice.
4.4 Expert Witnesses
Expert witnesses, for example line managers and supervisors, can provide evidence that a
learner has demonstrated competence in an activity. Their evidence contributes to
3 National Occupational Standards for Learning and Development, LLUK 2010
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performance evidence and has parity with assessor observation. Expert witnesses do not
however perform the role of assessor.
4.4.1 Occupational Competence
Expert witnesses must, according to current sector practice, be competent in the functions
covered by the units for which they are providing evidence.
They must be able to demonstrate consistent application of the skills and the current
supporting knowledge and understanding in the context of a recent role directly related to the
qualification unit that they are witnessing as a practitioner, trainer or manager.
4.4.2 Qualification Knowledge
Expert witnesses must be familiar with the qualification unit(s) and must be able to interpret
current working practices and technologies within the area of work.
4.5 Assessing Competence
The purpose of assessing competence is to make sure that an individual is competent to
carry out the activities required in their work.
Assessors gather and judge evidence during normal work activities to determine whether the
learner demonstrates their competence against the standards in the qualification unit(s).
Competence should be demonstrated at a level appropriate to the qualification. The skills
required at the different qualification levels are defined in Ofqual’s level descriptors.4 Further
information on qualification levels is included in the SFJ Awards Assessment Policy.
Evidence must be:
Valid
Authentic
Sufficient
Current
Reliable.
Assessment should be integrated into everyday work to make the most of opportunities that
arise naturally within the workplace.
4.6 Methods for Assessing Competence
Qualifications may be assessed using any method, or combination of methods, as stipulated
either by SFJ Awards or within specific qualifications, and which clearly demonstrate that the
learning outcomes and assessment criteria have been met. Some sectors may have
specific assessment requirements that apply to their qualifications and where these apply,
details will be included in the qualification-specific handbook.
Assessors need to be able to select the right assessment methods for the competences that
are being assessed, without overburdening the learner or the assessment process, or
interfering with everyday work activities. SFJ Awards expect assessors to use a
combination of different assessment methods to make a decision about an individual’s
occupational competence. Assessment methods which are most likely to be used are
4 Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations
and All Qualifications, Ofqual 2015, www.gov.uk/government/publications/qualification-and-component-levels
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outlined below. However these are included for guidance only and there may be other
methods which are suitable. Further information on assessment methods is included in the
SFJ Awards Assessment Policy.
4.6.1 Observation
SFJ Awards believe that direct observation in the workplace by an assessor or testimony
from an expert witness is preferable as it allows for authenticated, valid and reliable
evidence. Where learners demonstrate their competence in a real work situation, this must
be done without the intervention from a tutor, supervisor or colleague.
However SFJ Awards recognise that alternative sources of evidence and assessment
methods may have to be used where direct observation is not possible or practical.
4.6.2 Testimony of witnesses and expert witnesses
Witness testimonies are an accepted form of evidence by learners when compiling portfolios.
Witness testimonies can be generated by peers, line managers and other individuals
working closely with the learner. Witnesses are defined as being those people who are
occupationally expert in their role.
Testimony can also be provided by expert witnesses who are occupationally competent and
familiar with the qualification unit(s). Assessors will not need to spend as long assessing
expert witness testimony as they would a witness testimony from a non-expert. Therefore if
expert witnesses are involved in the assessment strategy for a qualification a greater
number of learners can be managed by a smaller number of assessors.
The assessor is however responsible for making the final judgement in terms of the learner
meeting the evidence requirements for the qualification unit(s).
4.6.3 Work outputs (product evidence)
Examples of work outputs include plans, reports, budgets, photographs, videos or notes of
an event. Assessors can use work outputs in conjunction with other assessment methods,
such as observation and discussion, to confirm competence and assure authenticity of the
evidence presented.
4.6.4 Professional discussion
Discussions allow the learner to describe and reflect on their performance and knowledge in
relation to the standards. Assessors can use discussions to test the authenticity, validity and
reliability of a learner’s evidence. Written/audio records of discussions must be maintained.
4.6.5 Questioning the learner
Questioning can be carried out orally or in written form and used to cover any gaps in
assessment or corroborate other forms of evidence. Written/audio records of all questioning
must be maintained.
4.7 Assessing Knowledge and Understanding
Knowledge-based assessment involves establishing what the learner knows or understands
at a level appropriate to the qualification. The depth and breadth of knowledge required at
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the different qualification levels are defined in Ofqual’s level descriptors.5 Further
information on qualification levels is included in the SFJ Awards Assessment Policy.
Assessments must be:
Fair
Robust
Rigorous
Authentic
Sufficient
Transparent
Appropriate.
Good practice when assessing knowledge includes use of a combination of assessment
methods to ensure that as well as being able to recall information, the learner has a broader
understanding of its application in the workplace. This ensures that qualifications are a valid
measure of a learner’s knowledge and understanding.
A proportion of any summative assessment may be conducted in controlled environments to
ensure conditions are the same for all learners. This could include use of:
Closed book conditions, where learners are not allowed access to reference
materials
Time bound conditions
Invigilation.
Where assessment in controlled environments is considered appropriate for qualifications, or
the use of specific assessment materials (for example, exemplars or scenarios) is required,
information will be included in the qualification handbook.
4.8 Methods for Assessing Knowledge
SFJ Awards expect assessors to use a variety of different assessment methods to make a
decision about an individual’s knowledge and understanding, which are likely to include a
combination of the following:
a) Written tests in a controlled environment
b) Multiple choice questions
c) Evidenced question and answer sessions with assessors
d) Evidenced professional discussions
e) Written assignments (including scenario-based written assignments).
Where written assessments are used centres must maintain a sufficient bank of assignments
which are changed regularly.
5 Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations
and All Qualifications, Ofqual 2015 www.gov.uk/government/publications/qualification-and-component-levels
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4.9 Assessment Planning
Planning assessment allows a holistic approach to be taken, which focuses on assessment
of the learner’s work activity as a whole. This means that the assessment:
reflects the skills requirements of the workplace
saves time
streamlines processes
makes the most of naturally occurring evidence opportunities.
Planning assessment enables assessors to track learners’ progress and incorporate
feedback into the learning process; assessors can therefore be sure that learners have had
sufficient opportunity to acquire the skills and knowledge to perform competently and
consistently to the standards before being assessed. The assessment is therefore a more
efficient, cost effective process which minimises the burden on learners, assessors and
employers.
4.10 Standardisation
Internal and external standardisation is required to ensure the consistency of evidence,
assessment decisions and qualifications awarded over time.
4.10.1 Internal standardisation
IQAs should facilitate internal standardisation events for assessors to attend and participate,
in order to review evidence used, make judgments, compare quality and come to a common
understanding of what is sufficient.
4.10.2 External standardisation
SFJ Awards will enable access to external standardisation opportunities for centres and
EQAs over time.
Further information on standardisation is available in the SFJ Awards Quality Assurance
(Internal and External) Policy and the SFJ Awards Standardisation Policy.
4.11 Recognition of Prior Learning (RPL)
‘Recognition of prior learning (RPL) is the process of recognising previous formal, informal or
experiential learning so that the learner avoids having to repeat learning/assessment within a
new qualification. RPL is a broad concept and covers a range of possible approaches and
outcomes to the recognition of prior learning (including credit transfer where an awarding
organisation has decided to attribute credit to a qualification)’.6
The use of RPL encourages transferability of qualifications and/or units, which benefits both
learners and employers. SFJ Awards support the use of RPL and centres must work to the
principles included in Section 6 Assessment and Quality Assurance of the SFJ Awards
Centre Handbook and outlined in SFJ Awards Recognition of Prior Learning Policy.
6 After the QCF: A New Qualifications Framework, Ofqual 2015
https://www.gov.uk/government/consultations/after-the-qcf-a-new-qualifications-framework
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4.12 Equality and Diversity
Centres must comply with legislation and the requirements of the RQF relating to equality
and diversity. There should be no barriers to achieving a qualification based on:
Age
Disability
Gender
Gender reassignment
Marriage and civil partnerships
Pregnancy and maternity
Race
Religion and belief
Sexual orientation
Reasonable adjustments are made to ensure that learners who are disabled are not
disadvantaged in any way. Learners must declare their needs prior to the assessment and
all necessary reasonable adjustment arrangements must have been approved by SFJ
Awards and implemented before the time of their assessment.
Further information is available in the SFJ Awards Reasonable Adjustments and Special
Considerations Policy and the SFJ Awards Equality of Opportunity Policy.
4.13 Health and Safety
SFJ Awards are committed to safeguarding and promoting the welfare of learners,
employees and volunteers and expect everyone to share this commitment.
SFJ Awards foster an open and supportive culture to encourage the safety and well-being of
employees, learners and partner organisations to enable:
learners to thrive and achieve
employees, volunteers and visitors to feel secure
everyone to feel assured that their welfare is a high priority.
Assessment of competence based qualifications in the justice sector can carry a high risk
level due to the nature of some roles. Centres must therefore ensure that due regard is
taken to assess and manage risk and have procedures in place to ensure that:
qualifications can be delivered safely with risks to learners and those involved in the
assessment process minimised as far as possible
working environments meet relevant health and safety requirements.
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5 Qualification Units
Title Conduct evidence based information briefings, taskings and
debriefings
Level 4
Credit value 3
GLH 16
Total Hours 33
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the legal and
organisational requirements relating
to briefing, tasking and debriefing of
evidence based information
1.1 Summarise the key features of:
legislation
organisational requirements
guidelines
in relation to briefing, tasking and
debriefing of evidence based information
1.2 Summarise the key features of evidence
based information used within own
organisation
1.3 Evaluate briefing models in use within
own organisation
1.4 Summarise the management of
information in own area of work
2. Be able to conduct briefings and
tasking using evidence based
information
2.1 Conduct briefings of individuals in line
with their information needs and
operational requirements
2.2 Use gathered evidence based
information to assign tasks to individuals,
commensurate with their abilities,
training and experience
2.3 Confirm that individuals understand
assigned tasks and responsibilities
2.4 Monitor the progress of tasks against set
objectives
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3. Be able to conduct evidence based
information debriefings in accordance
with legal, organisational and
operational requirements
3.1 Conduct debriefings of individuals
3.2 Submit all acquired evidence based
information
3.3 Document decisions, actions, options
and rationales
Additional information about this unit
Unit aim(s) This unit is about conducting briefing, tasking
and debriefing of individuals in a manner that is
driven by, and contributes to, the use of
evidence based information to support
organisational objectives. This work will be
informed by the requirements of the
Intelligence Model used in your organisation
(for example, National Intelligence Model for
policing).
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
SFJCB3
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence. For the knowledge
and understanding component of the unit,
assessment from a learning and development
environment is allowed.
Simulation is not allowed for any performance
evidence within this standard. The assessor
must ensure that the principles of equality and
diversity have been applied by the individual
carrying out this unit.
Endorsement of the unit by a sector or
other appropriate body (if required)
This unit is endorsed by Skills for Justice, the
Sector Skills Council for Justice
Location of the unit within the
subject/sector classification system
1.4 Public Services
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Title Prepare for, monitor and maintain police operations
Level 4
Credit Value 5
GLH 11
Total Hours 49
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
1. Understand legal and organisational
requirements, codes of practice and
guidelines in relation to planning
police operations
1.1 Summarise legislation, codes of practice
and guidelines for planning police
operations
1.2 Summarise policies and procedures for
planning police operations
1.3 Explain how the required authorities are
obtained
2. Be able to prepare for police
operations
2.1 Confirm tasks and objectives allocated to
them
2.2 Gather information in relation to
operations
2.3 Review information in relation to
operations
2.4 Justify the resources required for
operations
2.5 Establish resource availability to inform
decision making
2.6 Allocate resources in line with
operational requirements
2.7 Report any resources not available to
designated person in charge
2.8 Obtain the required authorities
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3. Be able to monitor and maintain
police operations in line with legal and
organisational requirements
3.1 Follow operational plans when deploying
resources and taking actions
3.2 Take action to deal with any
contingencies that may occur
3.3 Monitor evolving operations
3.4 Adjust team actions in response to
evolving operations
3.5 Communicate actions to others in line
with operational requirements
3.6 Record information and outcomes of
operations
3.7 Report findings to designated person in
charge
Additional Information about the unit
Unit aim(s) This unit is concerned with the planning of law
enforcement operations. These may be small-
scale operations, involving only a few officers,
or they may be larger scale events. In either
case, the planning of the operation is crucial to
ensure that the operation is carried out safely,
effectively and sensitively.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
SFJCC7
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment
of occupational competence. For the
knowledge and understanding component of
the unit, assessment from a learning and
development environment is allowed.
Simulation is not allowed for any performance
evidence within this standard. The assessor
must ensure that the principles of equality and
diversity have been applied by the individual
carrying out this unit.
Endorsement of the unit by a sector or
other appropriate body (if required)
This unit is endorsed by Skills for Justice, the
Sector Skills Council for Justice
Location of the unit within the
subject/sector classification system
1.4 Public Services
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Title Supervise the response to critical incidents
Level 4
Credit value 4
GLH 24
Total Hours 43
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the requirements for
responding to critical incidents
1.1 Summarise legislation, protocols and
guidelines for supervision of critical
incidents
1.2 Summarise policies and procedures for
supervision of critical incidents
1.3 Define a critical incident
1.4 Summarise the key features of critical
incidents
1.5 Diagnose factors which may indicate that
critical incidents are developing
1.6 Explain the reasons for using the golden
hour principles
1.7 Explain how to use the National Decision
Making Model
1.8 Explain the principles of resource
deployment and management during
critical incidents
1.9 Evaluate the potential impact of critical
incidents on individuals and communities
1.10 Critically compare the methods of
communication required with:
Colleagues
Multi agency partners
Members of the public
The media
1.11 Summarise roles and responsibilities
within the command and control structure
used during critical incidents
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2. Be able to supervise the response to
critical incidents
2.1 Make initial assessments of situations
2.2 Implement structured responses in the
event of critical incidents
2.3 Check actions are taken promptly to
preserve and secure information and
evidence
2.4 Conduct on-going risk assessments in line
with organisational requirements
2.5 Escalate incidents to the appropriate level
of authority if required
2.6 Deploy resources required to meet the
needs of the response
2.7 Liaise with multi-agency partners in line
with incident protocols
2.8 Share information with multi-agency
partners when required
Additional information about the unit
Unit aim(s) This unit is intended for police officers and staff
who provide immediate response and
supervision in the event of a critical incident.
It describes the performance required when
supervising the response to critical incidents.
This includes:
identifying a potential critical incident
dealing with the incident
referral to others when required.
A critical incident is defined as any incident
where the effectiveness of the police response is
likely to have a significant impact on the
confidence of the victim, their family and/or the
community.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
SFJCD101
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Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence. For the knowledge
and understanding component of the unit,
assessment from a learning and development
environment is allowed.
Simulation is not allowed for any performance
evidence within this standard. The assessor
must ensure that the principles of equality and
diversity have been applied by the individual
carrying out this unit.
Endorsement of the unit by a sector or
other appropriate body (if required)
This unit is endorsed by Skills for Justice, the
Sector Skills Council for Justice
Location of the unit within the
subject/sector classification system
1.4 Public Services
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Title Supervise police investigations and investigators
Level 4
Credit value 4
GLH 18
Total Hours 42
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the requirements for
supervising police investigations and
investigators
1.1 Summarise legislation, codes of practice
and guidelines for supervising and
conducting investigations
1.2 Summarise policies and procedures for
supervising and conducting investigations
1.3 Explain the procedures for disclosing
information in accordance with national
crime recording standards
1.4 Explain how to select investigators
according to their skills and experience in
relation to the investigation concerned
1.5 Summarise the risk assessment
processes associated with conducting
police investigations
2. Be able to supervise police
investigations in line with legal and
organisational requirements
2.1 Prepare information for investigations
2.2 Evaluate the progress of investigations
2.3 Take action to support investigators if
necessary
2.4 Confirm that individuals are dealt with in
an ethical manner, recognising their needs
with respect to equality and diversity
2.5 Confirm case files are submitted
2.6 Verify post-charge procedures are
completed in line with operational
requirements
2.7 Confirm the investigation has been
finalised in accordance with national crime
recording standards
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2.8 Complete a lessons learnt log that reflects
the outcomes of police investigations
2.9 Share lessons learnt with relevant others
3. Be able to supervise and support
police investigators
3.1 Clarify roles and responsibilities to people
involved in investigations
3.2 Confirm that investigators follow risk
assessment procedures associated with
conducting police investigations
3.3 Verify that investigators develop effective
investigation plans
3.4 Provide support to investigators where
required to ensure that all lines of enquiry
are dealt with
3.5 Confirm that investigators document
information in accordance with policy and
legislation
3.6 Confirm that investigators pass on
information to the appropriate person or
department
Additional information about the unit
Unit aim(s) This unit is about supervising police
investigations which fall within the learner’s area
of responsibility and the investigators conducting
them. These may be either volume and priority
or serious and complex investigations.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
SFJCI105
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence. For the knowledge
and understanding component of the unit,
assessment from a learning and development
environment is allowed.
Simulation is not allowed for any performance
evidence within this standard. The assessor
must ensure that the principles of equality and
diversity have been applied by the individual
carrying out this unit.
Version 3 26
Endorsement of the unit by a sector or
other appropriate body (if required)
This unit is endorsed by Skills for Justice, the
Sector Skills Council for Justice
Location of the unit within the
subject/sector classification system
1.4 Public Services
Version 3 27
Title Provide leadership and management
Level 4
Credit Value 5
GLH 28
Total Hours 47
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
1. Understand the principles supporting
leadership and management
1.1 Analyse how leadership and management
theories may be applied
1.2 Assess the influence of an organisation’s
culture on its leadership styles and
management practices
1.3 Assess the influence of an organisation’s
structure on its leadership styles and
management practices
1.4 Analyse how theories of motivation may be
applied in the practice of leadership
1.5 Evaluate the role of stakeholder
engagement in leadership and
management
1.6 Assess the suitability of a range of
leadership styles and management
practices to the culture of an organisation
2. Be able to engage and inspire
stakeholders and colleagues
2.1 Display behaviours and attitudes that show
a commitment to the achievement of an
organisation’s goals
2.2 Display behaviours and attitudes that show
a commitment to the fulfilment of an
organisation’s vision and the expression of
its values
2.3 Identify who stakeholders are and the
nature of their interest
2.4 Take action to ensure that colleagues and
other stakeholders understand their role in
achievement of organisational objectives
2.5 Win the trust and support of colleagues
and other key stakeholders through
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exemplary performance and behaviour
2.6 Take action to maintain morale through
difficult times
2.7 Take action to secure the on-going
commitment of colleagues and other key
stakeholders
3. Be able to deliver results 3.1 Make planning and resourcing decisions
that optimise the available resources, skills
and expertise
3.2 Use delegation techniques whilst
delivering targets
3.3 Empower individuals to take responsibility
for their decisions and actions within
agreed parameters
3.4 Adapt plans, priorities and resource
allocations to meet changing
circumstances and priorities
Additional information about the unit
Unit aim(s) This unit aims to provide the underpinning
knowledge of principles around leadership and
management to enable learners to implement
these skills and deliver results.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
Management & Leadership (2012) National
Occupational Standards:
CFAM&LBA2 Provide leadership in your area of
responsibility
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence. For the knowledge
and understanding component of the unit,
assessment from a learning and development
environment is allowed.
Simulation is not allowed for any performance
evidence within this standard. The assessor
must ensure that the principles of equality and
diversity have been applied by the individual
carrying out this unit.
Endorsement of the unit by a sector or
other appropriate body (if required) Skills CFA
Version 3 29
Location of the unit within the
subject/sector classification system 15.3 Business Management
Version 3 30
Title Manage team performance
Level 3
Credit Value 4
GLH 21
Total Hours 41
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
1. Understand the management of team
performance
1.1 Explain the use of benchmarks in
managing performance
1.2 Explain a range of quality management
techniques to manage team performance
1.3 Describe constraints on the ability to
amend priorities and plans
2. Be able to allocate and assure the
quality of work
2.1 Identify the strengths, competences and
expertise of team members
2.2 Allocate work on the basis of the
strengths, competences and expertise of
team members
2.3 Identify areas for improvement in team
members’ performance outputs and
standards
2.4 Amend priorities and plans to take account
of changing circumstances
2.5 Recommend changes to systems and
processes to improve the quality of work
3. Be able to manage communications
within a team
3.1 Explain to team members the lines of
communication and authority levels
3.2 Communicate individual and team
objectives, responsibilities and priorities
3.3 Use communication methods that are
appropriate to the topics, audience and
timescales
3.4 Provide support to team members when
they need it
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3.5 Agree with team members a process for
providing feedback on work progress and
any issues arising
3.6 Review the effectiveness of team
communications and make improvements
Additional information about the unit
Unit aim(s) This unit aims to provide the underpinning
knowledge of team management to enable
learners to implement these skills and gain
maximum performance from their team.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
Management & Leadership (2012) National
Occupational Standards:
CFAM&LDB2 Allocate work to team members
CFAM&LDB3 Quality assure work in your team
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence. For the knowledge
and understanding component of the unit,
assessment from a learning and development
environment is allowed.
Simulation is not allowed for any performance
evidence within this standard. The assessor
must ensure that the principles of equality and
diversity have been applied by the individual
carrying out this unit.
Endorsement of the unit by a sector or
other appropriate body (if required) Skills CFA
Location of the unit within the
subject/sector classification system 15.3 Business Management
Version 3 32
Title Manage personal and professional development
Level 3
Credit Value 3
GLH 12
Total Hours 32
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
1. Be able to identify personal and
professional development
requirements
1.1 Compare sources of information on
professional development trends and their
validity
1.2 Identify trends and developments that
influence the need for professional
development
1.3 Evaluate their own current and future
personal and professional development
needs relating to the role, the team and
the organisation
2. Be able to fulfil a personal and
professional development plan
2.1 Evaluate the benefits of personal and
professional development
2.2 Explain the basis on which types of
development actions are selected
2.3 Identify current and future likely skills,
knowledge and experience needs using
skills gap analysis
2.4 Agree a personal and professional
development plan that is consistent with
business needs and personal objectives
2.5 Execute the plan within the agreed budget
and timescale
2.6 Take advantage of development
opportunities made available by
professional networks or professional
bodies
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3. Be able to maintain the relevance of a
personal and professional
development plan
3.1 Explain how to set specific, measurable,
achievable, realistic and time-bound
(SMART) objectives
3.2 Obtain feedback on performance from a
range of valid sources
3.3 Review progress toward personal and
professional objectives
3.4 Amend the personal and professional
development plan in the light of feedback
received from others
Additional information about the unit
Unit aim(s) This unit aims to provide learners with the skills
to manage their professional development.
Details of the relationship between the
unit and relevant national occupational
standards (if appropriate)
Management & Leadership (2012) National
Occupational Standards:
CFAM&LAA1 Manage yourself
CFAM&LAA2 Develop your knowledge, skills and competence
CFAM&LAA3 Develop and maintain your professional networks
Assessment requirements specified by a
sector or regulatory body (if appropriate)
This unit requires the workplace assessment of
occupational competence. For the knowledge
and understanding component of the unit,
assessment from a learning and development
environment is allowed.
Simulation is not allowed for any performance
evidence within this standard. The assessor
must ensure that the principles of equality and
diversity have been applied by the individual
carrying out this unit.
Endorsement of the unit by a sector or
other appropriate body (if required) Skills CFA
Location of the unit within the
subject/sector classification system 15.3 Business Management
Version 3 34
Title Conduct performance reviews with individuals in policing
Ofqual reference Y/508/4121
Level 3
Credit Value 6
GLH 16
Total Hours 57
Learning Outcomes
The learner will:
Assessment Criteria
The learner can:
Guidance from NPC
(Provided by Skills for
Justice and College of
Policing)
1. Understand how to
conduct performance
reviews with individuals
in policing
1.1 Summarise organisational
policies and procedures
relating to performance
reviews
1.2 Explain the role of the
reviewer in performance
reviews
1.3 Describe the standards and /
or objectives against which
individuals may be reviewed
1.4 Describe how to set SMART
objectives
1.5 Summarise methods for
gathering evidence to
support decision making
within performance reviews
1.6 Explain how to make
justifiable and objective
decisions when conducting
performance reviews
1.7 Describe how to give and
receive effective feedback
1.8 Summarise professional
development opportunities
available within policing
1.9 Explain why it is important to
maintain records that include
justifiable decisions
Identify current policy and
operating process.
Explain how to conduct an
assessment within
national guidelines.
Describe force policy and
process to be able to
identify and plan for
evidence requirement
when PDR is to be used
for pay progression.
Understand and describe
what the various forms of
assessment are. When it
is most appropriate to use
the various methods of
assessment –
observation, witness
testimony etc.
Explain the need for the
reviewer to involve the
individual being reviewed.
Explain how evidence and
decision making are
linked to police ethics.
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2. Be able to prepare for
individuals’ performance
reviews in line with
policing requirements
2.1 Agree with individuals which
standards and / or objectives
they are to be reviewed
against
2.2 Identify with individuals the
actions they need to take to
prepare for performance
reviews
2.3 Agree fair, safe, valid and
reliable performance review
methods to be used with
individuals
2.4 Review available evidence
prior to performance reviews
2.5 Prepare performance review
documentation
To understand the role
requirements and
personal quality
statements applicable to
the Force PDR.
To include agreeing
dates, times and places
for performance reviews,
allowing sufficient notice
for all parties.
Describe review methods
and how they align with
police ethics.
Sources of supporting
evidence to be agreed
with individuals – to
include but not be limited
to work related activity,
SMART objectives, CPD,
ethical 3rd party
comment.
Impact of PDR review on
pay increment.
Appeal process.
3. Be able to conduct
performance reviews
with individuals in line
with policing
requirements
3.1 Encourage self-reflection on
performance by individuals
against agreed standards
and / or objectives
3.2 Review individuals'
performance against agreed
standards and / or objectives
3.3 Make justified and objective
decisions about individuals’
performance that are
measured against agreed
standards and / or objectives
3.4 Record outcomes of
performance reviews
Describe use of self-
reflection as part of CPD
element.
Describe the role specific
standards of the
individual, how they will
be reviewed how
decisions on performance
will be recorded.
To include HR related
performance standards.
Decisions must align with
police ethics.
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4. Be able to provide
effective feedback
following performance
reviews in line with
policing requirements
4.1 Give individuals constructive
feedback on their
performance
4.2 Agree with individuals any
developmental activities
which align to both
organisational aims and
individuals’ needs
4.3 Provide information on the
outcomes of performance
reviews to authorised
individuals
Explain what types of
feedback there are. The
positive and negative
effects of feedback.
Recording of feedback.
Participation of individual
in the feedback process.
Explain process for formal
recognition of good
performance. Explain
when a development plan
should be used. Explain
when UPP should be
considered.
Describe how PDR
outcome may affect pay
progression. Timescales
to provide Information to
appropriate HR personnel
and reviewer’s line
manager.
5. Be able to evaluate own
practice following the
conduct of performance
reviews with individuals
in policing
5.1 Seek feedback from
reviewed individuals
5.2 Reflect on own practice in
managing performance
review processes
5.3 Identify how areas for
potential development may
be met
Explain how they can
obtain internal and
external feedback –
Supervisors, peer group
quality assurance
personnel.
Explain how self -
evaluation becomes part
of their CPD.
Use identified activities for
forward planning of their
CPD.
Maintain Personal
Development Plan.
Additional information about the unit
Unit aim(s) This unit is about reviewing the performance of
individuals against policing standards and / or
objectives. It is aimed at those working towards or
those who already have first line management
responsibility for the performance management of
others. It may also be relevant to those who do not
line manage individuals, but use performance
reviews as part of another process such as
coaching.
Version 3 37
Details of the relationship between the
unit and relevant national
occupational standards (if
appropriate)
CFAM&LDB4
Details of the relationship between the
unit and other standards or curricula
(if appropriate)
Core Leadership Programme:
Manage Personal Development
Managing and Developing Individuals within
their team
Assessment requirements specified
by a sector or regulatory body (if
appropriate)
This unit requires the workplace assessment of
occupational competence. For the knowledge and
understanding component of the unit, assessment
from a learning and development environment is
allowed.
Simulation is not allowed for any performance
evidence within this standard. The assessor must
ensure that the principles of equality and diversity
have been applied by the individual carrying out this
unit.
This unit can be assessed by personnel who have
undertaken training in and who work to the Police
Sector Standard for the Training of Assessors.
Endorsement of the unit by a sector or
other appropriate body (if required)
This unit is endorsed by Skills for Justice, the Sector
Skills Council for policing and law enforcement, and
the College of Policing, the professional body for
policing in England and Wales
Location of the unit within the
subject/sector classification system
1.4 Public Services